IMPACT OF AI-DRIVEN SIMULATIONS ON TEACHING CHEMISTRY AND SCIENTIFIC CONCEPTS IN PUBLIC SECONDARY SCHOOLS IN EKPOMA, EDO STATE, NIGERIA

Abstract

This study examined the perceived impact of AI-driven simulations on Chemistry teaching and students’ understanding of scientific concepts in public secondary schools in Ekpoma, Edo State, Nigeria. The study adopted a descriptive survey design involving 210 respondents, comprising 180 Senior Secondary II Chemistry students and 30 Chemistry teachers selected through simple random sampling. Data were collected using a researcher-developed instrument titled AI-Driven Simulations and Chemistry Teaching Questionnaire (AIDSCTQ), which recorded a Cronbach’s alpha reliability coefficient of .86. Mean and standard deviation were used to analyze the data, with a criterion mean of 2.50. The findings showed that respondents perceived AI-driven simulations as positively influencing Chemistry teaching and students’ understanding of scientific concepts (grand mean = 2.95). The strongest perceived benefit was the simplification of difficult Chemistry concepts (mean = 3.26), followed by improved understanding of scientific concepts (mean = 3.14). However, perceived effects on knowledge retention and teachers’ classroom effectiveness were comparatively moderate. Major implementation barriers included inadequate ICT facilities (mean = 3.31), poor electricity supply (mean = 3.20), inadequate internet connectivity (mean = 3.09), insufficient government support, limited teacher training, and the cost of digital facilities (grand mean = 3.01). The study concludes that AI-supported simulations can strengthen Chemistry instruction when implemented as a complement to teacher-led and laboratory-based learning. It recommends sustained investment in digital infrastructure, teacher professional development, curriculum alignment, and the responsible, human-centred use of AI-enabled learning technologies.